Tag: digital literacy

The Digital Footprint

On January 21, 2021

“A digital footprint is a trail of data you create while using the Internet. It includes the websites you visit, emails you send, and information you submit to online services” (Digital Footprint, n.d., p. 1). It is like the breadcrumbs along the trail that you walk in the land of the internet. So, why does it matter?

Firstly, I must point out that there are passive and active digital footprints. The passive digital footprint “is a data trail you unintentionally leave online. For example, when you visit a website, the web server may log your IP address, which identifies your Internet service provider and your approximate location” (Digital Footprint, n.d., p. 1). The active digital footprint “includes data that you intentionally submit online” (Digital Footprint, n.d., p. 1). As you might assume, both the passive and the active digital footprint is important to consider, especially in light of new research and law-making (Weaver & Gahegan, 2007). Public privacy acts are important to how safe and secure we feel about our online lives today (Weaver & Gahegan, 2007). As Weaver & Gahegan (2007) state, “[d]iscourses abound on all sides of the debates between the desire for new technology, the right to privacy, and the need for security” (p. 347).

The important thing to remember is that we have the power to influence how large or small our digital footprint is. Although there are arguments to be made for a larger digital footprint, especially for new working professionals, such as educators (Hewson, 2013), there are also reasons to maintain a moderate digital footprint. Personal safety, security, and sense of privacy in an online life is important. Oversharing on social media is arguably becoming an issue, as younger and younger people are becoming digitally literate. (Please see my blogs on Digital Literacy and Digital Citizenship). That being said, having no online presence today can potentially limit your career. For instance, prospective employers will likely want to see a new educator’s e-portfolio and other online contributions (twitter, and other social media). These future employers may prefer a candidate that has a respectable online presence and digital footprint over another candidate with no online presence.

Certainly, as the world becomes increasingly digitalized, we have a responsibility to conduct ourselves with digital citizenship and maintain our digital literacy. As with many parts of life, it is wise to regard our digital footprints’ size with caution. Not too big, not too small, juuuuust … right?

References

Digital Footprint. (n.d.). Retrieved January 21, 2021, from https://techterms.com/definition/digital_footprint#:~:text=A%20digital%20footprint%20is%20a,trail%20you%20unintentionally%20leave%20online

Hewson, K. (2013). What size is your digital footprint? The Phi Delta Kappan, 94(7), 14-17. Retrieved January 21, 2021, from http://www.jstor.org/stable/23611689

Weaver, S., & Gahegan, M. (2007). Constructing, Visualizing, and Analyzing a Digital Footprint. Geographical Review, 97(3), 324-350. Retrieved January 21, 2021, from http://www.jstor.org/stable/30034175

Digital Citizenship

by berryk

On November 14, 2020

In ePortfolio, Reflections

What is digital citizenship? Why is digital citizenship important to learn? How could digital citizenship be taught and modelled in K-12 schools? (What would you teach?)

“Digital citizenship refers to the responsible use of technology by anyone who uses computers, the Internet, and digital devices to engage with society on any level” (Zook, n.d.).

I decided to begin by citing a definition of digital citizenship. The key term above is ‘responsible’. One must be a responsible user of digital mediums in order to be considered a good citizen. What factors make one a good digital citizen? What exactly are we talking about? For clarity, we should first look at the term digital citizenship. Let’s break it down. The word ‘digital’ refers to the medium with which one is using to communicate (the Internet, cell phones, etc.). The word ‘citizenship’ refers to the virtuous, good, responsible individual. In short, the good citizen. So, how can someone be considered a good digital citizen? What makes one responsible in the online environment?

Several factors come to mind when looking at citizenship. Responsibility is key here. But, what makes one responsible? My first thought is that one must portray accurate information and facts (63 Things, 2018; Davis, 2017). Speaking the truth, so to speak, is essential in being responsible for one’s actions, words, and thoughts. This is especially important in the online environment. Communication is a huge theme when it comes to Digital Citizenship (63 Things, 2018; Davis, 2017). When a world of information is available at your fingertips, it can be overwhelming. The urge to just blindly share news stories and theories can be strong, but doing the adequate background checks can prevent one from misrepresenting a topic.

One must also be sure to only post what is appropriate (culturally, pedagogically, and otherwise) for their audience. Racially-charged, prejudiced, highly political, and otherwise inappropriate content is not advisable, especially in light of how open communication is today. This is an important guideline for new (and experienced) teachers to understand. Being a part of a profession means that you are viewed through the lens of the collective peoples’ values.

Digital citizenship can be taught at a relatively young age – ideally, at the same time that students are developing their digital literacy. I would like to share some important topics for teaching digital citizenship in the classroom from Zook (n.d.).

If you want to teach digital citizenship, you’ll want to focus on seven key concepts:

Empathy
How the Internet works
Understanding user data
Practicing digital literacy
Acknowledging the digital divide
Practicing digital wellness
Securing digital devices

Unfortunately, I do not have the space to get into the details for each topic as one could easily write a blog about each topic in turn. In summation, teaching digital citizenship is essential in the pursuit of knowledge, safety, and equity for all.

References:

63 Things Every Student Should Know In A Digital World. (2018, August 12). Retrieved November 30, 2020, from https://www.teachthought.com/the-future-of-learning/63-things-every-student-should-know-in-a-digital-world/

Davis, V. (2017, November 01). What Your Students Really Need to Know About Digital Citizenship. Retrieved November 30, 2020, from https://www.edutopia.org/blog/digital-citizenship-need-to-know-vicki-davis

Zook, C. (n.d.). What Is Digital Citizenship & How Do You Teach It? Retrieved November 14, 2020, from https://www.aeseducation.com/blog/what-is-digital-citizenship

Digital Literacy

by berryk

On September 20, 2020

In Uncategorised

I struggled to find a simple definition of digital literacy. In theory, it is simple. It is literacy in a digital environment. Despite my simplistic definition, it is actually more complicated.

Digital literacy is the ability to read, write, and evaluate information on various digital platforms. Digital literacy is especially important today. In most countries around the world, students, teachers, and the general public are exposed to forms of literature on a daily basis, whether it is digital media, or simply a newspaper. Much of our work and play occurs online these days. Our ability to review and evaluate the information provided to us greatly determines our success in school, work, and business. As most of the information that we are accessing today is digital, our digital literacy is more important than ever (Mcclurken et al., 2013).

Students are now required to be able to do research online, compose papers, and evaluate others’ research on school subjects/topics. We are faced with multiple forms of media throughout each day. Whether it is advertisements, literature, or art (music, poetry, news), we must constantly assess and digest information. “Increasingly, information is being offered in a new way: instead of black letters printed on a white page, the new format blends words with recorded sounds and images into a rich and volatile mixture” (Lanham, 1995, p.1). Truly, the way we access and interact with literature has changed.

Students are not only communicating with each other and information on the internet. “In addition to their peers, students can communicate with members of government, professionals in various fields, and online mentors” (Faigley, 1999, p.132). This concept is especially important to highlight, as information is not only more freely accessible, but now interactive. Being able to distinguish a credible source from an untrustworthy one is especially important for learners.

Personally, I would like to help my students navigate the digital platform, accessing, investigating, and digesting the information they interact with. I think creating a (private) blog would be beneficial to learners in the classroom. Blogging is a great way to convey personal opinions, compose well-researched written pieces, and to get a sense of contribution to the online community. Today, especially in light of COVID-19, online learning is becoming the new “normal.” I want to help my students by introducing them to the wonders of digital literacy in a safe, healthy environment.

There are many potential consequences of online education and developing digital literacy in the classroom. Safety and personal security of information is important to maintain. There are potential risks involved in blogging students’ stories and personal thoughts. There are, however, endless positive consequences of accessing digital literacy at a young age (for instance, in elementary school). Children are being exposed to online communities at younger and younger ages. Creating digital literacy at a young age, in a safe, healthy manner may actually help students to stay safe in their own forays into the online world at home.

https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/digital-literacy-fundamentals

References List

Faigley, L. (1999). Beyond Imagination: The Internet and Global Digital Literacy. In HAWISHER G. & SELFE C. (Eds.), Passions Pedagogies and 21st Century Technologies (pp. 129-139). University Press of Colorado. doi:10.2307/j.ctt46nrfk.10

Lanham, R. (1995). Digital Literacy. Scientific American, 273(3), 198-200. Retrieved September 18, 2020, from http://www.jstor.org/stable/24981795

Mcclurken, J., Boggs, J., Wadewitz, A., Geller, A., & Beasley-murray, J. (2013). Digital Literacy and the Undergraduate Curriculum. In Cohen D. & Scheinfeldt T. (Eds.), Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities (pp. 80-86). Ann Arbor: University of Michigan Press. Retrieved September 18, 2020, from http://www.jstor.org/stable/j.ctv65swj3.20